Create a Power Point Presentation on a Katalin Kariko and the development of mRN

Create a Power Point Presentation on a Katalin Kariko and the development of mRN

Create a Power Point Presentation on a Katalin Kariko and the development of mRNA vaccines. Submit as a Power Point document or pdf to this assignment. Power Point should include a title slide, 4-6 content slides and sources on a separate bibliography slide (APA format). Provide a description of the life and accomplishments of Dr. Kariko. What long-term effects you think the development of the mRNA vaccine will have on our society? Please provide some specific examples. Do let me know if you need assistance with sources. Do use academically credible sources. Wikipedia cannot be used as a primary source, but it is sometimes a good starting point. Do not include lengthy verbatim citations. Assume that this text would be read by a student peer, and it should be written at that level, so explain any terminology specific to the field.

the assignments involve (1) finding a peer-reviewed article that falls under one

the assignments involve (1) finding a peer-reviewed article that falls under one

the assignments involve (1) finding a peer-reviewed article that falls under one of the respective week’s topics and relates to your future career and (2) summarizing it in a paragraph that’s one-page in length. I will provide further instructions.

The biochemical oxygen demand (BOD) level is a measure of the amount of dissolve

The biochemical oxygen demand (BOD) level is a measure of the amount of dissolve

The biochemical oxygen demand (BOD) level is a measure of the amount of dissolved oxygen consumed by microorganisms while decomposing organic matter in water over a specific period, usually 5 days at 20°C. Higher BOD levels indicate higher concentrations of organic pollutants in the water, which can lead to greater oxygen depletion and more significant environmental impact. Therefore, the sample with the highest BOD level is the most polluted.
In this case, the BOD levels of the three samples are as follows:
Sample A: 60 mg/L
Sample B: 20 mg/L
Sample C: 500 mg/L
Comparing these values, it’s evident that Sample C has the highest BOD level of 500 mg/L. Therefore, Sample C is the most polluted among the three samples.

The biochemical oxygen demand (BOD) level is a measure of the amount of dissolve

The biochemical oxygen demand (BOD) level is a measure of the amount of dissolve

The biochemical oxygen demand (BOD) level is a measure of the amount of dissolved oxygen consumed by microorganisms while decomposing organic matter in water over a specific period, usually 5 days at 20°C. Higher BOD levels indicate higher concentrations of organic pollutants in the water, which can lead to greater oxygen depletion and more significant environmental impact. Therefore, the sample with the highest BOD level is the most polluted.
In this case, the BOD levels of the three samples are as follows:
Sample A: 60 mg/L
Sample B: 20 mg/L
Sample C: 500 mg/L
Comparing these values, it’s evident that Sample C has the highest BOD level of 500 mg/L. Therefore, Sample C is the most polluted among the three samples.

Write a scientific paper on Ibuprofen; history, pharmacodynamics, pharmacokineti

Write a scientific paper on Ibuprofen; history, pharmacodynamics, pharmacokineti

Write a scientific paper on Ibuprofen; history, pharmacodynamics, pharmacokinetics with appropriate citations from primary articles.
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Required ResourcesRead/review the following resources for this activity: Textboo

Required ResourcesRead/review the following resources for this activity:
Textboo

Required ResourcesRead/review the following resources for this activity:
Textbook: Chapter 21
Week 4 Concepts
Initial Post InstructionsChoose one of the following topics for your initial post:
How do the various components of the lymphatic system operate? We have talked about many organ systems. In what ways are components of the lymphatic system involved in many other organ systems? Try to focus on one element of this system and provide an in-depth view of its contribution to our overall health.
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references

Natural Killer Cell Deficiency Assignment Required ResourcesRead/review the foll

Natural Killer Cell Deficiency
Assignment
Required ResourcesRead/review the foll

Natural Killer Cell Deficiency
Assignment
Required ResourcesRead/review the following resources for this activity:
Textbook
Weekly Concepts
Minimum of 1 scholarly source
Scenario/SummaryShanice was a vibrant 16-year-old who was enjoying her high school years. As a good student, she loved attending school and woke every morning eager to start the day. A popular girl, she was surrounded by many friends who all enjoyed each other’s company.
From an early age, Shanice had been susceptible to recurrent viral and bacterial infections. No matter what she tried, she tended to have numerous infections every year which put a damper on some of her social activities.
Recently, she had been experiencing recurrent lung infections, spending a week in the hospital with pneumonia and recurrent herpes viral infections. Concerned over these recurrent infections, Shanice was sent to an immunologist for further consultation.
Tests were performed to evaluate the number and activities of her B-cells, T-cells, and natural killer cells. Results showed that Shanice had low numbers and decreased activity of her natural killer cells.
Keep in mind that natural killer cells are part of the innate immune response.
DeliverablesAnswer the following questions and save your responses in a Microsoft Word document. Provide a scholarly resource to support your answers.
Why are natural killer cells considered to be part of the innate immune response?
What types of cells do natural killer cells act against?
Describe the process whereby natural killer cells kill other cells and the role of macrophages in the process.
The Immunologist cautioned Shanice that she may be more susceptible to virally induced cancers. Why did the Immunologist state this?
What treatments or other options does Shanice have to counteract the natural killer cell deficiency?
Submit your case study document to Turnitin. For more information on Turnitin, view the following link:
Turnitin
Required SoftwareMicrosoft Office: Word

This is a discussion post to include the following: 1. Describe the basic compon

This is a discussion post to include the following:
1. Describe the basic compon

This is a discussion post to include the following:
1. Describe the basic components of the process. How does it work?
2. How/why was this particular advancement developed?
3. What are some benefits of using the technology.

1. Download a viewer to open and look at your sequence data. To view your data y

1. Download a viewer to open and look at your sequence data. To view your
data y

1. Download a viewer to open and look at your sequence data. To view your
data you will need to download one of three viewers for your computer. The three I
recommend looking at are Finch TV, 4 Peaks, or Chromas. If you use a Mac, then you
should use 4 Peaks. It’s the best viewer for this platform and it’s free. If you use a
PC, you can choose between Finch TV or Chromas (both of which are free). Finch TV
has versions for either PC or Mac, Chromas is just for PC’s. The links for all three are
on Canvas. Please download one and learn how to use it. There are not difficult to
learn, but they will require you to spend some time to appreciate all the features of
the software.
2. Compare forward and reverse sequences. Open both your forward and
reverse sequence files. These should be complements of each other. A fast way to
compare these two is to use the BLAST feature of NCBI (GenBank) to
BLAST2sequences. This will rapidly align these and show you where they do and do
not match. Where they do not match is something you should pay attention two.
The base callings routines are not infallible and if there is a discrepancy it is likely
because the base was called incorrectly by the software on one strand. You have to
step in and make a call as to which strand is correct. Once you have done this for all
mismatches the two strands should be perfectly complementary to each other. You
will notice that the ends of the two molecules are not matching – each will have 20
bases or so that are not in the other strand. You should be able to explain why that
is.
3. Determine your haplogroup by doing a BLAST search. Once you have opened
and viewed your DNA sequence, copy and paste your sequence and follow my
previous instructions on searching this sequence against all known genetic
sequence data on GenBank using the BLAST protocol. (BLAST stands for Basic Local
Alignment Search Tool). This will help you to determine your haplogroup. This is
an important piece of information and will give you quite a bit to write about. Once
you have your haplogroup determined you can research this on the web and find
out what it means. I have posted a few articles that discuss the concept of
haplogroups. I suggest starting with the Wikipedia entry – it gives a nice short
introduction to mitochondrial haplogroups and their distribution worldwide. Also
use the URL link I provided on Canvas for determining your haplogroup.
4. Compare your DNA sequence to others. You can open up any of your
colleagues data sets (using the same software you used to open and view your
sequence data) and compare the D-loop regions. What you will most likely find is
that your sequence is different from any other randomly picked sample. Over 400
bp of D-loop sequence you likely see at least a few SNP’s (single nucleotide
polymorphisms). This is what allows scientists to use this region to fingerprint
individuals using their DNA.
An easy way to align and compare D-loop sequences is to use a program called
Clustal. One of the easiest Clustal alignments can be done on the Dolan DNA
Learning Center’s site maintained by the Cold Spring Harbor Laboratories. You can
access this BioServer Site by clicking here. Use the Sequence Server (you can enter
as a guest or create a free login by registering). Click on Create Sequence and this
will allow you to cut and paste sequences into your workspace. You can enter up to
10 sequences to compare. After they are entered you just click on the boxes of the
sequences you want to align and then click on “Compare” (with the box reading
Align: Clustal W). You will then get a computer alignment of your sequences
showing where they are identical and where they are different (colored yellow).
This can be printed out and used in your report.
Another useful feature of this site is that you can download and use hundreds of
different D-loop sequences to compare to your own. These include ancient DNA
samples, modern groups of humans, non-human primates, and even Neanderthal
mtDNA D-loop sequences. To access these just click on “Manage Groups” and drop
down the window that reads classes. I have included the help file in a separate .pdf
file.
5. Phylogenetic Tree. Once your data has been entered and you perform a Clustal
Alignment you can easily create a tree diagram that will show visually how you are
related to others based on your D-loop sequence. This is called a phylogenetic tree
and can be created by clicking on the drop down box that reads Align: Clustal W
(next to compare). Select Phylogenetic Tree and hit “Compare.” A tree diagram will
be drawn to compare your selected sequences.
These are just some suggestions. Please feel free to search the web to get other
ideas for analysis and for discussion in your report.